"Upon the ethical side, the tragic weakness of the present school is that it endeavors to prepare future members of the social order in a mdeium in which the conditions of the social spirit are eminently wanting." (S & S, p. 15)
"But the school has been so set apart, so isolated from the ordinary conditions and motives of life, that the place where children are sent for discipline is the one place in the world where it is most difficult to get experience - the mother of all discipline worth the name." (S & S, p. 17)
"There is very little place in the traditional schoolroom for the child to work." (S & S, p. 32)
"There is all the difference in the world between having something to say and having to say something." (S & S, p. 56)
"Moreover, if the school is related as a whole to life as a whole, its various aims and ideals - culture, discipline, information, utility - cease to be variants, for one of which we must select one study and for another another. The growth of the child in the direction of social capacity and service, his larger and more vital union with life, becomes the unifying aim; and discpline, culture, and information fall into place as phases of this growth." (S & S, pp. 91-92)
"The moment children act they individualize themselves; they cease to be a mass and become the intensely distinctive beings that we are acquainted with out of school, in the home, the family, on the playground, and in teh neighborhood." (S &S p. 23)
“Experience has its geographical aspect, its artistic and its literary, its scientific and its historical sides. All studies arise from aspects of the one earth and the one life lived upon it.” (S & S p. 55.) (Ryckeley)
"For the child simply to desire to cook an egg, and accordingly drop it in water for three minutes, and take it out when he is told, is not educative. But for the child to realize his own impulse by recognizing the facts, materials, and conditions involved, and then to regulate his impulse through that recognition, is educative." (S & S p. 28)
"The college is shut off from contact with children and youth." (S & S p. 44)
"It (the school) has a chance to affiliate itself with life, to become the child's habitat, where he learns through directed living, instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future. It gets a chance to be a miniature community, an embryonic society." (S & S, p. 13)
"But the school has been so set apart, so isolated from the ordinary conditions and motives of life, that the place where children are sent for discipline is the one place in the world where it is most difficult to get experience - the mother of all discipline worth the name." (S & S, p. 17)
"There is very little place in the traditional schoolroom for the child to work." (S & S, p. 32)
"There is all the difference in the world between having something to say and having to say something." (S & S, p. 56)
"Moreover, if the school is related as a whole to life as a whole, its various aims and ideals - culture, discipline, information, utility - cease to be variants, for one of which we must select one study and for another another. The growth of the child in the direction of social capacity and service, his larger and more vital union with life, becomes the unifying aim; and discpline, culture, and information fall into place as phases of this growth." (S & S, pp. 91-92)
"The moment children act they individualize themselves; they cease to be a mass and become the intensely distinctive beings that we are acquainted with out of school, in the home, the family, on the playground, and in teh neighborhood." (S &S p. 23)
“Experience has its geographical aspect, its artistic and its literary, its scientific and its historical sides. All studies arise from aspects of the one earth and the one life lived upon it.” (S & S p. 55.) (Ryckeley)
"For the child simply to desire to cook an egg, and accordingly drop it in water for three minutes, and take it out when he is told, is not educative. But for the child to realize his own impulse by recognizing the facts, materials, and conditions involved, and then to regulate his impulse through that recognition, is educative." (S & S p. 28)
"The college is shut off from contact with children and youth." (S & S p. 44)
"It (the school) has a chance to affiliate itself with life, to become the child's habitat, where he learns through directed living, instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future. It gets a chance to be a miniature community, an embryonic society." (S & S, p. 13)